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Teacher quality
Principal leadership
Parent involvement
This is a good school but the rushed 7-period daily schedule and the crowded environment are not for everyone. One of its unique assets is the wood shop - very few schools can boast anything like it now, and it is getting an upgrade in 2011. The PE department is also very good, with PE (in a uniform, not street clothes) every day. The principal is concerned and involved and does her best to manage a fairly chaotic workplace. The school is crowded, with many students bussed in from low-income neighborhoods - not bad in itself but you hardly ever see those kids' parents. The schedule is hectic, and my child soon learned that their most important task was to keep track of the movement of paper - in and out of an enormous binder that students lug around with them all day. Many times my child complained they felt they "processed" in a "factory", rather than taught or encouraged. With so many students, some teachers tend to be impersonal, and seem to assume that students with unusual requests must be doing something "bad", even if they ask to make up late or lost work, for example. The Dean of students is great though, so don't be afraid to call on him to fix any problems.
—Submitted by a parent
I am an 8th grade student who has gone to Marston for the past three years and though I do agree that it has some good academic programs, the teachers do often lack encouragement. In sixth grade I remember my teachers pushing us harder and harder to get to the top. As I moved up in grades I noticed that the motivations stopped. The people who motivate us students the most would not be the core class teachers, but the Physical Education teachers. One of them has really kept me moving since the day I met him. Sadly Marston will be loosing this man this year and I feel worried that most of the upcoming students will no longer have the man in action to look up to. My school definatly has a horrible problem with bullying and the counselers don't really seem to care anymore. Basically, if you have a conflict, don't go to them.
I am very impressed with Marston Middle School. I chose to have my daughter go there instead of her neighborhood school and am extremely happy with the choice. She has made some great friendships, as well as connected with her teachers. I fully recommend this school. The atmosphere is friendly, helpful and we have received help and guidance whenever we need it.
—Submitted by a parent
I have had 2 sons attend this school and have 2 more children about to attend Marston. We LOVE this school. Dr. Cook, the principal, is amazing! She really cares about this shcool and puts her heart and soul into it. Also, the teachers are terrific! Couldn't have had a better experience.
—Submitted by a parent
I think this school is better than the ranking it is given. I pulled my child out of our local area school to attend Marston, and I am totally satisfied with the decision I made. My child has jumped ahead in leaps & bounds since attending Martson. The teachers here are great & very creative with their teaching methods. My child now loves going to school thanks to the collective effort of the principal, teachers & parents.
—Submitted by a parent
I think this school is the best there is the teachers are friendly, kind, and they all love to teach. I had difficulty as a student passing classes, but with the help of the teachers I managed to pass. Marston offers a lot of tutoring and programs to help you easily pass your classes. I like this school and my parents do to, I am looking forward to my own children to go to this school as well. I give this school a 5 my experience at this school has been great! I really do recommend this school!
—Submitted by Brian Tagle, a student
The school is better this year than last. However, the school lacks direction and parent involvement. High achieving students are sacrificed for the sake of students who are pulling their weight.
—Submitted by a parent
Get your child into advanced classes if you can! My son enrolled in both advanced and non-advanced classes. In the advanced classes he made friends with highly motivated students and that pushed him academically. I talked to a lot of other parents to get suggestions on which teachers were best, and which teachers collaborate together (Mrs. Sedgwick was one, but she may have retired? She was excellent.) The principal seems genuinly caring and kind. Mrs. Rich (think that was her name), a vice-principal, was very cold and distant with both me and the students I saw her around. Don't let that discourage you, though-- get involved and this can be a great school!
—Submitted by a parent
I once was a student at Marston back in 1972 but things have changed! The school has been great when it comes to my sons education and concern from teachers also. I do have a problem with the lack of safty and the problem with bullies! I have made complaints and the teachers have been aware of it, but my son is harrassed everyday and punched! Talking to these kids haven't helped and when something was said to them once, my son paid a price for telling, even though they didn't tell them it was my son, they knew. J. Shelley
—Submitted by a parent
This School tries very hard to stress academics. The 8th grade science program leaves alot to be desired though, it falls short of providing a easy to understand curriculum. The rest of the academic program is good. If you are a parent that likes to get involved there are plenty of opportunities to do so.
—Submitted by a parent
I am very pleased with Marston Middle school. There are excellent teachers and staff. The overall attitude of teachers make students want to achieve. The libriarian is outstanding in her knowledge and going beyond to help students.
—Submitted by Cindy, a parent
I give teacher Joan Schioldager a 5-star rating because through thick and thin, she has been an absolute pleasure to communicate with regarding my daughter's progress. She truly cares about the students and she is always pleasant and respectful to the parents. It is teachers like her that positively impact a student for a lifetime. One can always discuss with her their child's progress and will see how wonderful it is to interact with her. Thank you Marston for having Joan Schioldager at your school.
—Submitted by a parent
It has teachers that not only care about their students, but work very hard to help out as much as they can! Almost all of them take on the responsibility of a club, and stay late for extra one-on-one help. Extra-curriculars are spectacular- I was involved with ASB, Choir, Drama, the Motivation Program, Cheer club, Golf club, etc.
—Submitted by Kari N., a former student
My son has brought home poor grades the last two years in a row. I do not feel that the teachers or the counselors are doing what they should be to help my son. His test scores CAT6 and SAT9 are college level. The five stars that the 'two parents' gave and the comments they wrote seem lacking. It comes as no surprise that only 'two parents' out of the over 1200 students that attened this school are rating with five stars. I'm sure that my comments will never reach the posted comment board for other parents to read. I rate this school below standard and not worthy of any star rating. My son came from Bay Park Elementary with A's and on the Honor Roll and since his attendance at Marston, his grades have dropped, and he has a lack of intrest and motivation in school work and activities.
—Submitted by Charles Dewhurst, a parent
We would just like to thank Dr. Cook for all of the hard work that she, her staff and the teachers provide for the betterment of our children/students. This school is outstanding, and we would recommend Marston to any parent in search of a great middle school for their child. Not only do my husband and I think highly of Marston, but our daughter enjoys the school so much, and thinks the world of the teachers and staff. Please continue the wonderful work, thanks to all of you, my husand and I and many other parents will be able to say that all of you contributed to the success of our children, due to the awesome teaching, discipline and leadership that they received at Martson Middle School.
—Submitted by Mr. & Mrs. Ebron, a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
207 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
209 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
248 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
220 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
233 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
260 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
291 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
259 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 66% |
| Females | 58% |
| Males | 71% |
| African American | n/a |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 77% |
| Students with disability | 33% |
| Students with no reported disability | 68% |
| English learner | 20% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 65% |
| All Students | 57% |
| Females | 49% |
| Males | 62% |
| African American | n/a |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 72% |
| Students with disability | 36% |
| Students with no reported disability | 58% |
| English learner | 10% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 42% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 88% |
| Females | 92% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 75% |
| Males | 60% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 89% |
| Students with disability | 18% |
| Students with no reported disability | 74% |
| English learner | 6% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 56% |
| All Students | 51% |
| Females | 56% |
| Males | 46% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 71% |
| Students with disability | 19% |
| Students with no reported disability | 55% |
| English learner | 6% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 52% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 37% |
| Females | 41% |
| Males | 34% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 53% |
| Students with disability | 21% |
| Students with no reported disability | 38% |
| English learner | 4% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 32% |
| All Students | 62% |
| Females | 66% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 85% |
| Students with disability | 31% |
| Students with no reported disability | 64% |
| English learner | 11% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 50% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 69% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 77% |
| Students with no reported disability | 68% |
| Fluent-English proficient and English only | 68% |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 49% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 74% |
| Students with disability | 15% |
| Students with no reported disability | 59% |
| English learner | 4% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 42% |
| All Students | 72% |
| Females | 64% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 92% |
| Students with disability | 47% |
| Students with no reported disability | 74% |
| English learner | 15% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 55% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 51% | 49% | ||
| White | 31% | 28% | ||
| Asian | 10% | 8% | ||
| African American | 6% | 7% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 25% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 67% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 90% | 85% | ||
| Vietnamese | 5% | 2% | ||
| All other non-English languages | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Japanese | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Somali | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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3799 Clairemont Drive
San Diego,
CA 92117
Website: Click here
Phone: (858) 273-2030
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